{"title":"A Vietnamese adaptation of the attitudes and beliefs regarding aggression questionnaire","authors":"B. T. Vu, M. Van Heel, G. Bosmans","doi":"10.1080/21683603.2022.2058661","DOIUrl":null,"url":null,"abstract":"ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"167 - 179"},"PeriodicalIF":1.8000,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2022.2058661","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.